Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling

The proliferation of information technology products and services in learning environments as a result of rapid innovation leads to a greater requirement of meticulous planning in integration processes. In this regard, the burden placed upon teachers within their classroom increases. This phenomenon, referred to as technostress, has recently been studied extensively in terms of its causes and negative effects. However, there is not much research into factors that contribute to the alleviation of technostress of teachers. This study employs statistical structural equation modeling (SEM) in order to examine the causal relationships among certain variables that are thought to relieve technostress, over data collected from 349 in-service high school teachers in Turkey. Results of the modeling effort indicate that both school support and teachers’ technological-pedagogical content knowledge (TPACK) negatively predict their technostress level.